EDLD 5326 Action Research Summary

 

    

  

     During the integration of the C-Scope curriculum in our district, it was discovered that the Technology TEKS were not addressed in any of the lessons. Technology is an integral tool for providing differentiated learning. I have collected data to determine which teachers are integrating technology and which labs are being utilized for the implementation. The technology specialist has provided documentation that supplies me with names of teachers utilizing the labs as well as their lab activities.  The 6^th grade teachers are utilizing the labs very effectively. Most teachers are utilizing the labs for review games or skill drills. Most teachers prefer the portable labs to the stationary labs. This is primarily due to time constraints. I have surveyed the teachers who are not utilizing the labs. Their reasons range from not having enough time to not being confident about using the technology tools. The technology specialist and I have been conducting workshops during the summer and after school hours to encourage teachers to become more familiar with the technology tools available on our campus.  I have instructed teachers on the use of digital tools such as BrainPop, Edmodo, Discovery Education, and Smart Notebook. I have provided teachers with multiple resources to help them create lesson plans that integrate technology within their specific curriculum. Several teachers expressed an interest in the smart board technology. We are not fortunate enough to have smart boards in every classroom, so our district technology coordinator purchased a wireless mouse for every teacher on my campus. We received the wireless mouse just before school started. The wireless mouse may be used with the Smart Notebook program, and the students manipulate the activity with the wireless mouse. This converts our white boards into an interactive surface. I am working with the technology specialist to provide training for the teachers in order to use the wireless mouse effectively with the smart board technology. I should be completely finished with my Action Research by the end of November.

Jeanette King
EDLD 5326 School Community Relations

EDLD 5326 Web Conference Week 2

 

Web Conference: Sept. 8, 2012  9:00 am

     Dr. Abernathy and Dr. Jenkins provided a lot of information during this web conference. The transition from EPIC to Black Board has been a little stressful. I have had to learn a new navigation system, and I have been concerned that I am not receiving all of the information needed to successfully complete the course. I have learned to check announcements and messages on the main page to obtain the latest information.

     The one major difference is the discussion board. We are now in groups rather than sections. We do not create new threads, but simply reply to the original prompt post. Both Dr. Abernathy and Dr. Jenkins gave helpful information for using the discussion board, locating resources, and submitting course components. Submissions are now unlimited. If the wrong assignment is submitted or if the assignment needs to be retrieved and resubmitted, it is possible to do so.

     Now that we are in assigned discussion groups, the IAs need our name, group name, and Lamar ID number on all submissions.  The section number does not identify our group anymore. As we rotate through our remaining courses, our group names may change depending on the number of students in the course.

     Dr. Jenkins informed us that the Week 3 Mid-Term Exam will take from a half hour to 45 minutes to complete. He will provide a study guide of Test Taking Tips for the Mid-Term Exam. He explained that he will identify where to look for answers. I appreciate the study guide tips, because it allows me to focus on the material that the exam will address. In week 4, Dr. Abernathy and Dr. Jenkins will review the answers on the Mid-Term Exam.

     Dr. Abernathy will upload the web conferences and the chat logs to Black Board in the Resources section of the course. Video scripts may also be found in the Resource section. 

Jeanette King

EDLD 5326 School Community Relations

BB Kirkland 01

EDLD 5397 Web Conference Week 3

Web Conference: June 20, 2012

Ms. Borel 8:00pm

     This web conference was very informative and quite frustrating at the same time. Part 3 of this week’s assignment was not written clearly. The assignment states that I need to address 8 of the Action Research Report Components. Using these components I need to write a Draft Action Research Report. I was not aware of a Draft Action Research Report Template, and it is not mentioned in the assignment. During the conference, Ms. Borel explained that the 8 components must be addressed in the Action Research Report Template. The template is mentioned in the rubric, but the wording is unclear. The rubric refers to 8 sections instead of components. The rubric reads as if the 8 ‘sections’ are part of the template. The components are not listed in the template. The assignment needs to be revised so that students are aware that the template is the actual Draft Action Research Report and the 8 components are to be incorporated in corresponding sections of the template.
     I was also made aware that I do not know who my university field supervisor is. Ms Borel gave us contact information so that we may discover who this person is. I will need to take care of this by the end of the week.
     Ben Waits shared about taking the Technology Education Certification test for $120. He said that it was not difficult, and it is a great certification to have if you’re pursuing a job related to technology supervision. Ms. Borel agreed and said it would be a good idea to take the technology certification test. She said that we are all capable of passing it at this point in the Master’s program. It is accessed through the TEA site. Practice tests are also available on the TEA site. I’m glad that Ben mentioned this, because I am interested in being certified in this area.

Jeanette King
EDLD 5397/ET 8038

Reflection EDLD 5364 Week 5

     The videos this week addressed the future trends in technology as related to education. James Gee and Sasha Barab stressed that children must be problem solvers, creators, producers, and collaborators in order to be successful in the 21st century job market. As educators we will need “to include a focus on the skills and abilities that students will need if the next generation is to remain competitive in a changing world” (Solomon and Schrum, 2007, p. 9). In my opinion, our educational system is not focusing on the future. In my school district, the focus is on the students’ performance on standardized tests. Our daily class instruction excludes everything but what is needed to teach the test. This is a narrow and distorted view of education. “If we limit children as vessels to be filled with things, we’re not creating futures for them” (Barab, n.d.).

     Online games and simulations are excellent tools for teaching problem solving. James Gee and Sasha Barab had some convincing arguments for using gaming as a valid tool for problem solving and for assessment. Sasha Barab made several statements that I found to be very thought provoking. "When I start a game, I'm immediately positioned with a purpose" (Barab, n.d.). "Failure is motivating. It's not something to be avoided" (Barab, n.d.). In the game, failure is the challenge to do better next time. Students will take time to learn the rules and procedures of the game in order to advance toward a winning goal. They are motivated and challenged to try again. In contrast, failing a test is defeat and does little to motivate repeat offenders to do better next time.

References:

Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, Or.: International Society for Technology in Education.

VideoAmy), A. E. (n.d.). Big Thinkers: Sasha Barab on New-Media Engagement
Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work
Edutopia. Retrieved March 29, 2012, from http://www.edutopia.org/digital-generation-sasha-barab-video

Jeanette King
EDLD 5364/ET 8038

EDLD 5364 Reflection Week 4

     This week’s readings and videos provided information on ways to integrate technology, advantages of project based learning, and effective professional development. I really enjoyed the video of Vicki Davis, the ‘teacherpreneur’. Her classroom was completely utilizing project based learning. She facilitated her students in learning how to learn. There are few teachers like Vicki. “A small percentage of teachers have the positive attitudes to try innovations and adopt new ways of teaching” (Pitler, 2005, A-9). As the videos plainly showed, it takes time and effort to integrate technology into the classroom. The entire face of learning changes when technology tools are utilized. This change is usually met with resistance. “A critical factor against technology is people’s innate dislike for change” (Pitler, 2005, A-9). Change is often born out of necessity. With inevitable budget cuts, free technology resources will become a viable alternative in order to meet curriculum needs.


     As I read the assigned readings for this week, I began to recall the professional development workshops that I have attended. The ‘new’ information was presented in a way that overwhelms and falls far short of motivating anyone to pursue the technique any further. I believe this is a major reason why “teachers are still viewed as resistant to integrating technology on a more frequent basis” (Solomon & Schrum, 2007, p. 103). Our educational system is still driven by standardized test scores. The scores are what matter. Every teacher knows that they must do what is necessary to keep the test scores passing. If using technology hinders or impedes the attainment of that goal, technology will not be integrated to its full potential.

References:

Pitler, H. (2005). McREL technology initiative: the development of a technology intervention program : final report. Denver, Colo.: McREL.

Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, Or.: International Society for Technology in Education.

VideoAmy), A. E. (n.d.). Harness Your Students' Digital Smarts
Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work
Edutopia. Retrieved March 25, 2012, from http://www.edutopia.org/digital-generation-teachers-vicki-davis-video

Jeanette King
EDLD 5364/ET 8038

EDLD 5364 Reflection Week 3

     This week’s readings and videos were very beneficial for me. Universal Design for Learning provided information that will allow me to become a better teacher. As I continued to read about the principles of UDL, the chapter gave numerous examples and practical applications for incorporating activities that involve recognition, strategic learning, and affective learning. I also discovered that many everyday teaching practices tend to hinder rather than promote learning. “Once you have an understanding of the barriers to learning posed by available materials, you can investigate the digital media and networks available to support differentiated teaching approaches” (Rose & Meyer, 2002, para. 2). The UDL site provides a Curriculum Barriers Tool, Template, and Tutorial for identifying the roadblocks in one-size-fits-all teaching methods. I explored the curriculum barrier resources and found them to be customizable. I was able to choose a scenario for a particular student and use the tools to develop a curriculum to maximize the student’s learning. It is very important to consider a student’s needs, interests, and strengths when analyzing barriers in their learning. As I worked through the barrier tools, it became apparent that digital media provides ultimate customization and personalization for diverse learners.

     Two of the most important aspects to consider is how the learner will demonstrate what has been learned and identifying the strategies that help the students acquire and integrate their learning. The best instructional strategies for evidence of learning are providing feedback and recognition. Technology is probably most powerful for incorporating the activities that will provide students with diverse and customizable experiences. The learning becomes personal and adaptive to each student’s learning style and unique interests. As a teacher, I realize that digital tools are an integral part of everyday life in today’s society. We have become consumers and producers. As I was walking through the Los Angeles airport yesterday, I noticed a hub station for charging iPods, iPads, and iPhones. The world has changed, and education must adapt and move forward with it.

References:

Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Rose, D. & Meyer, A. (2002). Education in the digital age. In Teaching every student in the digital age: universal design for learning (chapter 6). Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_3.cfm

Jeanette King
EDLD 5364/ET 8038

EDLD 5364 Reflection Week 2

     This week’s videos and readings discussed the subject of technology as an invaluable tool for diverse learning substantiated by research. Universal Design for Learning has a vast collection of resources that coincide with three basic principles of learning. Dr. Rose (n.d.) explains that “the way we learn is as different as our fingerprint or our DNA.” Providing children with multiple representations, multiple means of engagement, and multiple means of expression are basic learning principles that customize and personalize their learning.

     Digital technologies are the perfect tools for accommodating diverse learning. “Because of their inherent flexibility, digital technologies can adjust to learner differences” (Rose & Meyer, 2002, para. 3). I’ve seen the motivation and engagement that children display when they are using technology. I understand the benefits of technology as it addresses every learning style and meets individual needs of personal preference and personal expression. On my campus, the problem lies in the fact that the technology will not be utilized if it isn’t updated. Teachers are so consumed with STAAR testing and C-Scope curriculum requirements, myself included, that one day wasted because of outdated and problematic equipment is not an option.
     “Although the advantages of computers in modern society are quite evident, it may be that technology, if only in educational circles, has failed to fully prove itself. Education, unlike other industries of our world, has often failed to find a role for computer technology” (Page, 2002, page 389). The research proves that technology is an amazing, versatile, flexible, and accommodating tool for learning. Educating tax payers and helping set district budget goals will require us to go the extra mile. Attend the school board meetings. Talk to school board members. Join committees so that our voices are heard when creating campus improvement plans. Present district and campus technology information at parent/teacher meetings. I know I’m not doing enough to inform and educate the public.

References:

Page, M. (2002). Technology-enriched classrooms: effects on students of low socioeconomic status. Journal of research on technology in education, 34 (4). Retrieved from http://iste.org

Rose, D. & Meyer, A. (2002). Education in the digital age. In Teaching every student in the digital age: universal design for learning (chapter 1). Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/chapter1_3.cfm

The brain research. Universal Design for Learning. Video retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Jeanette King
EDLD 5364/ET8038